Skolbanken – inspiration och utveckling från hela landet

BLIC9 Chemistry - Quantitative Chemistry: Bonding & Balancing Equations

Skapad 2017-12-31 20:54 i Kvarngärdesskolan Uppsala
This PP covers the BLIC9 Chemistry - Quantitative Chemistry: Bonding & Balancing Equations course for the autumn & spring term weeks 45-7
Grundskola 9 Kemi
Please see attached documents used to describe this course to students and parents

Innehåll

Syfte

Please see attached documents used to describe this course to students and parents.

Centralt innehåll

Please see see documents below that describe the core contents of this BLIC9 Chemistry - Quantitative Chemistry: Bonding & Balancing Equations course.

Ämnesmål till dig som elev

Please see the documents attached below to view the knowledge requirements for this BLIC9 Chemistry - Quantitative Chemistry: Bonding & Balancing Equations course.

Undervisning

Please see attached documents below & WEEKLY BLOG POSTS that describe to students and parents the carrying out of the BLIC9 Chemistry - Quantitative Chemistry: Bonding & Balancing Equations course. 

Bedömning

Please see the grading table translated from the Swedish Lgr11 version.

Uppgifter

  • BLIC9 Chemistry - Quantitative Chemistry: Bonding & Balancing Equations documents

Matriser

Ke
BLIC9 Chemistry - Quantitative Chemistry: Bonding & Balancing Equations

Grade E
Grade C
Grade A
Ability 1
Talk about and discuss energy, environment, health and society
Pupils can talk about and discuss questions concerning energy, the environment, health and society and differentiate facts from values, and formulate their views with simple reasoning, and also describe some possible consequences.
Pupils can talk about and discuss questions concerning energy, the environment health and society, and differentiate facts from values and formulate their views with developed reasoning and also describe some possible consequences.
Pupils can talk about and discuss questions concerning energy, the environment, health and society, and differentiate facts from values and formulate their views with well developed reasoning, and also describe some possible consequences.
Ability 2
Express and respond to opinions and arguments
In discussions, pupils can pose questions, and put forward and respond to views and arguments in a way which to some extent takes the discussions forward
In the discussions, pupils pose questions, put forward and respond to views and arguments in a way which carries the discussions forward.
In their discussions, pupils pose questions and put forward views and respond to views and arguments in a way which carries the discussions forward and deepens or broadens them.
Ability 3
Search for information and critically evaluate sources
Pupils can search for information on the natural sciences and use different sources and apply simple and to some extent informed reasoning to the credibility and relevance of their sources and information.
Pupils can search for information on the natural sciences and use different sources and apply developed and relatively well informed reasoning to the credibility and relevance of their sources and information.
Pupils can search for information about the natural sciences and use different sources and apply well developed and well informed reasoning about the credibility and relevance of their sources and information.
Ability 4
Using the information in the discussions and texts
Pupils can use the information in a basically functional way in discussions and create simple texts and other communications with some adaptation to purpose and target group.
Pupils can use the information in a relatively well functioning way in discussions and create developed texts and other communications with relatively good adaptation to purpose and target group.
Pupils can use the information in a well functioning way in discussions and create well developed texts and other communications with good adaptation to purpose and target group.
Ability 5
Conduct investigations, and formulate questions
Pupils can carry out investigations based on given plans and also contribute to formulating simple questions and plans which can be systematically developed.
Pupils can carry out investigations based on given plans and also formulate simple questions and planning which after some reworking can be systematically developed.
Pupils can carry out investigations based on given plans and also formulate simple questions and planning which can be systematically developed.
Ability 6
Using equipment
In their studies, pupils use equipment in a safe and basically functional way.
In their studies, pupils use equipment in a safe and appropriate way.
In their studies, pupils use equipment in a safe, appropriate and effective way.
Ability 7
Compare results and draw conclusions
Pupils can compare results with their questions and draw simple conclusions with some connection to the models and theories of chemistry.
Pupils can compare results with their questions and draw developed conclusions with relatively good connection to the models and theories of chemistry.
Pupils can compare results with their questions and draw well developed conclusions with good connection to the models and theories of chemistry.
Ability 8
Discuss the findings of the investigation and suggest improvements
Pupils apply simple reasoning about the plausibility of their results and contribute to making proposals on how the studies can be improved.
Pupils apply developed reasoning about the plausibility of their results and make proposals on how the studies can be improved.
Pupils apply well developed reasoning concerning the plausibility of their results in relation to possible sources of error and make proposals on how the studies can be improved and identify new questions for further study.
Ability 9
Documenting investigations
In addition, pupils draw up simple documentation of their studies using tables, diagrams, pictures and written reports.
In addition, pupils draw up developed documentation of their studies using tables, diagrams, pictures and written reports.
In addition, pupils draw up well developed documentation on their studies using tables, diagrams, pictures and written reports.
Ability 10
Have knowledge of chemical contexts and use chemical concepts, models and theories
Pupils have basic knowledge of the structure of materials, their indestructibility and transformation, and other chemical contexts and show this by giving examples and describing them with some use of the concepts, models and theories of chemistry.
Pupils have good knowledge of the structure of materials, their indestructibility and transformations, and other chemical contexts and show this by explaining and showing relationships between these with relatively good use of the concepts, models and theories of chemistry.
Pupils have very good knowledge of the structure of materials, their indestructibility and transformations, and other chemical contexts and show this by explaining and showing relationships between these and some general characteristics with good use of the concepts, models and theories of chemistry.
Ability 11
Discuss chemical processes and relationships
Pupils can carry out simple and to some extent informed reasoning about chemical processes in living organisms, the ground, air and water, and show easily identifiable chemical relationships in nature.
Pupils can apply developed and relatively well informed reasoning about chemical processes in living organisms, the ground, air and water, and show relatively complex chemical relationships in nature
Pupils can apply well developed and well informed reasoning about chemical processes in living organisms, the ground, air and water, and show complex chemical relationships in nature.
Ability 12
Talk about energy changes ans material cycles
Pupils study how some chemicals and chemical processes are used in everyday life and society, and describe simple identifiable chemical relationships and give examples of energy transformation and the recycling of materials.
Pupils study how some chemicals and chemical processes are used in everyday life and society, and describe relatively complex chemical relationships and explain and show relationships between energy transformation and recycling of materials.
Pupils study how some chemicals and chemical processes are used in everyday life and society, and describe complex chemical relationships and explain and make generalisations about energy transformation and the recycling of materials.
Ability 13
Talk about sustainable development
In addition, pupils apply simple and to some extent informed reasoning about how people’s use of energy and natural resources affect the environment, and show some measures that can contribute to sustainable development.
In addition, pupils apply developed and relatively well informed reasoning about how people’s use of energy and natural resources affect the environment and show the advantages and limitations of some measures which can contribute to sustainable development.
In addition, pupils apply well developed and well informed reasoning about how people’s use of energy and natural resources affect the environment and show from different perspectives the advantages and limitations of some measures that can contribute to sustainable development.
Ability 14
Describe and explain the nature of the scientific discoveries
Pupils can describe and give examples of some of the main scientific discoveries and their importance for people’s living conditions.
Pupils can explain and show relationships between some main scientific discoveries and their importance for people’s living conditions.
Pupils can explain and generalise about some main scientific discoveries and their importance for people’s living conditions.
Beröm eller ge feedback på det här materialet genom att skriva en kommentar här: